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Horningsham Primary School English Overview
Year 4
develop positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes
using dictionaries to check the meaning of words that they have read
increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
discussing words and phrases that capture the reader’s interest and imagination
recognising some different forms of poetry [for example, free verse, narrative poetry]
understand what they read, in books they can read independently, by:
checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than one paragraph and summarising these
identifying how language, structure, and presentation contribute to meaning
retrieve and record information from non-fiction
participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Spelling (see English Appendix 1)
Pupils should be taught to:
use further prefixes and suffixes and understand how to add them (English Appendix 1)
spell further homophones
spell words that are often misspelt (English Appendix 1)
place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
use the first two or three letters of a word to check its spelling in a dictionary
write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
Pupils should be taught to:
use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
Pupils should be taught to:
develop their understanding of the concepts set out in English Appendix 2 by:
extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
using the present perfect form of verbs in contrast to the past tense
choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
using fronted adverbials
Using standard English forms instead of local spoken forms
indicate grammatical and other features by:
using commas after fronted adverbials
indicating possession by using the possessive apostrophe with plural nouns
using and punctuating direct speech
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.
Pupils should be taught to:
plan their writing by:
discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
discussing and recording ideas
draft and write by:
composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
organising paragraphs around a theme
in narratives, creating settings, characters and plot
in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
evaluate and edit by:
assessing the effectiveness of their own and others’ writing and suggesting improvements
proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
proof-read for spelling and punctuation errors
read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Spelling, Grammar and Writing Genres Overview Year 4
Grammar, Vocab and Punctuation (Appendix 2)
Word
Sentence
Text
Punctuation
Terminology
Word List accidentally early learn quarter
actually earth length question
address eighth library recent
answer enough material regular
appear exercise medicine reign
arrive experience mention remember
believe experiment minute sentence
bicycle extreme natural separate
breath famous naughty special
breathe favourite notice straight
build February occasion (ally) strange
busy forward(s) often strength
business fruit opposite suppose
calendar grammar ordinary surprise
caught guard particular therefore
centre guide peculiar though
century heard perhaps although
certain heart popular thought
complete height position through
consider history possess (ion) various
continue imagine possible weight
decide increase potatoes woman
describe important pressure women
different interest probably
difficult island promise
disappear knowledge purpose
Revision of work from Year 1 and 2 - Pay special attention to the rules for
adding suffixes.
Grammar, Vocab and Punctuation (Appendix 2)
Word
Sentence
Text
Punctuation
Terminology
Statutory requirements Rules and guidance (non-statutory) Example words (non-statutory)
Adding suffixes beginning with vowel letters to words of more than one syllable
If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. The consonant letter is not doubled if the syllable is unstressed.
forgetting, forgotten, beginning, beginner, prefer, preferred gardening, gardener, limiting, limited, limitation
More prefixes Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below.
Like un–, the prefixes dis– and mis– have negative meanings. dis–: disappoint, disagree, disobey
mis–: misbehave, mislead, misspell (mis + spell)
The prefix in– can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’. in–: inactive, incorrect
Before a root word starting with l, in– becomes il. illegal, illegible
Before a root word starting with m or p, in– becomes im–. immature, immortal, impossible, impatient, imperfect
Before a root word starting with r, in– becomes ir–. irregular, irrelevant, irresponsible
inter– means ‘between’ or ‘among’. inter–: interact, intercity, international, interrelated (inter + related)
super– means ‘above’. super–: supermarket, superman, superstar
anti– means ‘against’. anti–: antiseptic, anti-clockwise, antisocial
auto– means ‘self’ or ‘own’. auto–: autobiography, autograph
The suffix –ation The suffix –ation is added to verbs to form nouns. The rules already learnt still apply. information, adoration, sensation, preparation, admiration
Endings which sound like /ʒən/ If the ending sounds like /ʒən/, it is spelt as –sion. division, invasion, confusion, decision, collision, television
Master the suffix –ous Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word.
–our is changed to –or before –ous is added.
A final ‘e’ of the root word must be kept if the /dʒ/ sound of ‘g’ is to be kept.
If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e.
poisonous, dangerous, mountainous, famous, various
tremendous, enormous, jealous
humorous, glamorous, vigorous
courageous, outrageous
serious, obvious, curious hideous, spontaneous, courteous
Endings which sound like /ʃən/, spelt, –ssion, –cian
Strictly speaking, the suffixes are –ion and –ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word.
–ssion is used if the root word ends in ss or –mit.
–cian is used if the root word ends in c or cs.
expression, discussion, confession, permission, admission
musician, electrician, magician, politician, mathematician
Words with the /k/ sound spelt ch (Greek in origin) scheme, chorus, chemist, echo, character
Words with the /ʃ/ sound spelt ch (mostly French in origin) chef, chalet, machine, brochure
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)
league, tongue, antique, unique
Words with the /s/ sound spelt sc (Latin in origin)
In the Latin words from which these words come, the Romans probably pronounced the c and the k as two sounds rather than one – /s/ /k/.
science, scene, discipline, fascinate, crescent
Possessive apostrophe with plural words
The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in –s, but is added if the plural does not end in –s (i.e. is an irregular plural – e.g. children’s).
girls’, boys’, babies’, children’s, men’s, mice’s
(Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population)
Homophones, homonyms, homographs
Homonyms Homographs Homophones
Sound the same, look the same, different meaning
Bat/bat, whip/whip, right/right, watch/watch
Look the same, have different sound and meaning
Read/read. Lead/lead, sow/sow, wind/wind
accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet, medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who’s
Spelling Statutory Requirements, Rules and Guidance Year 4 – Appendix 1
Recounts (Re-telling events, in time order)
Instructions (How to do something)
Non-chronological reports (Describing what things are like)
Discussion (Reasoned argument)
Persuasion (Why you should think this)
Explanation (How or why things work or happen)
Na
rra
tive
:
Stories in an imaginary world
Stories with a historical setting
Mystery and suspense stories
Traditional Tales - Myths and Legends
Short stories
Playscripts/Filmscripts
Letters
Dictionaries
Thesaurus
Autobiographies
Biographies
Learning & Reciting (Performance
Poetry)
Y4 Y5 Y6
Daffodils Wordsworth
The Listeners Walter De la Mere
Writing poetry
Imagery Sonnets
Kennings Narrative
Rap and lyrics
Language
Personification Metaphors Alliteration Assonance
Michael Morpurgo
2 authors per year. Shakespeare every other
year
Charles Dickens
C S Lewis
Anthony Horowitz
Philip Pullman
David Almond
William Shakespeare
Owls Writing Overview (Over 2 Years)
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